lga 3103-repeated reading

7/27/2019 LGA 3103-Repeated Reading

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who read to him or her during a center time. Other children are assigned on other days of the week. Thisrotation provides a systematic way to plan for monitoring of student repeated readings.

What research backs it up?

Numerous research studies have documented the impact of repeated reading in improving reading

fluency and word recognition accuracy and in playing a significant role in improving readingcomprehension (e.g., O'Shea, Sindelar, & O'Shea, 1987; Rashotte & Torgesen, 1985).

What does it look like in practice?

Ms. Yaden has planned a variety of repeated reading activities for her second grade class. Each weekshe selects one trade book or poem related to her current thematic unit for a whole-class repeatedreading. She selects books or poetry with predictable rhymes or story patterns. Class-wide Peer Tutoringis part of the regular schedule on Mondays, Wednesdays, and Fridays. The activity takes only 20 minutesor so, but Ms. Yaden has seen that her students have made progress in becoming more fluent readers ina short period of time. From time to time she takes a break from more structured Class-wide PeerTutoring and lets children select their own reading material and their own partners during the pairedreading period.

Four of Ms. Yaden's students need even more practice with repeated readings and even more carefulmonitoring. She has trained her paraprofessional in how to conduct repeated readings on a one-to-onebasis. Ms. Yaden has planned for daily practice sessions for each child with the paraprofessional. Ms.Yaden has also scheduled a rotation so that she can listen to each of the children at least once a weekand record their progress in their reading portfolios.

Materials:

Reading book

Stop watch (if readings are to be timed)

Preparation:

The teacher, parent, adult tutor, or peer tutor working with the student should be trained in advance to use

the listening passage preview approach.

Steps in Implementing This Intervention:

Step 1: Sit with the student in a quiet location without too many distractions. Position the book selected for the

reading session so that both you and the student can easily follow the text.

Step 2: Select a passage in the book of about 100 to 200 words in length.

Step 3: Have the student read the passage through. (Unless you have a preference, the student should be offered

the choice of reading the passage aloud or silently.)

Step 4: If the student is reading aloud and misreads a word or hesitates for longer than 5 seconds, read the word

aloud and have the student repeat the word correctly before continuing through the passage. If the student asks for

help with any word, read the word aloud. If the student requests a word definition, give the definition.

Step 5: When the student has completed the passage, have him or her read the passage again. You can choose to

have the student read the passage repeatedly until either the student has read the passage a total of 4 times

(Rashotte & Torgesen, 1985) or the student reads the passage at the rate of at least 85 to 100 words per minute

(Dowhower, 1987; Herman, 1985).


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References

Dowhower, S.L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and

comprehension. Reading Research Quarterly, 22, 389-406.

Herman, P.A. (1985). The effects of repeated readings on reading rate, speech pauses, and word

recognition accuracy. Reading Research Quarterly, 20, 553-565. Rashotte, C.A. & Torgesen, J.K. (1985). Repeated reading and reading fluency in learning disabled children.

Reading Research Quarterly, 20, 180-188.

Rasinski, T.V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of

Educational Research, 83(3), 147-150.

Jim's Hints

Take Steps to Keep the Student Invested in the Activity. Repeated reading is effective as an intervention to build

student reading fluency because it gives the student lots of reading practice. However, this activity could become dull

and uninteresting for the student over time. If you find that the student is beginning to lose interest in repeated

reading, consider:

Providing praise to the student in specific terms for good reading.

Allowing the student to pick out high-interest books or articles to use for repeated reading.

Using a stop-watch, monitor the student's reading rate during each repeated reading and chart the results on

a graph.

Reading while listening is a form of something known as repeated reading, a strategy whereby astudent reads a passage several times, either silently or aloud. The idea, as discussed in the previous

entry, is to develop greater fluency or automaticity, and there is evidence to suggest that it works,

and, moreover, that it has a positive effect on the students language development as a whole.

1 Conduct a pre-test. The student reads a passage aloud while the teacher records the reading time

and any mistakes. The teacher then clarifies any problems.

2 The student practises reading the passage again on their own, out loud or silently, several times.

3 The teacher records the student again and makes a note of reading time and any mistakes.

4 Teacher and student discuss the improved time (pretty much inevitable) and whether there were

fewer mistakes.

I can see this working very well in some contexts, and being disastrous in others. Your call, I think.


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If you dont want to take such an overt approach, you could try thinking about real reasons why a

student might need to read aloud in English, and build activities around these. For example, the class

might enjoy reading a one-act play, repeatedly reading it in order to prepare for a recording. Or,

many ESOL classes are made up of parents of young children, just learning to read in English at

school. These parents could definitely benefit from practising reading aloud their childrens favouritebooks.

Or try some activities where there is a goal or outcome, other than simply improving your reading

fluency. For example, a dictogloss in pairs. Student A reads the text out loud, at a natural speed,

while B tries to write down as much as possible. This is repeated until B feels confident that they

have the whole text. B can then read the text back to A, for checking. This works best if the more

fluent reader in the pair is A, the one who initially reads the text, as this way A is able to give a good

model. The activity could be extended by changing the pairs, so that B then takes away the text to

dictate to a new (A) partner. This way, B also gets the repeated reading practice, but only after theyhave heard the next a number of times from the original A.

Choral reading, as a class, has also been shown to be very effective, but in its unadulterated form

seems rather dull and childish. You could try putting a text on the board or smartboard, getting

students to read it aloud as a class, and then rubbing out random words, so that they have to

remember what was there. Of course, this is as much about memory as reading, but it does provide a

powerful motivation. It is also a good opportunity to work on weak forms and linking- demonstrating

how these occur in the text which is being read.

And, of course, repeated reading does not have to mean reading aloud. A nice activity which can be

done with absolutely no preparation is to ask all the students to read the same passage silently. After

one minute exactly, stop them, whether they have finished or not, and ask them note how far they

got. Tell them to start the passage again, from the beginning. Stop them again after one minute and

ask them if they read any further this time (they almost certainly will have done). The beauty of this

activity is that it is completely differentiated, as each student is working at his or her own level, and

under no obligation to expose their reading level to anyone else.

Timed repeated readings are an instructional practice for monitoring students' fluency development.

Repeated readings, under timed conditions, of familiar instructional level text can increase students'

reading speed which can improve comprehension.


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Why use timed repeated readings?

It improves reading rate, one aspect of fluency.

It improves reading accuracy, a second aspect of fluency, and leads to improved comprehension.

When to use: Before reading During reading After reading

How to use: Individually With small groups Whole class setting

Timed repeated readings should be done using books or passages the student has read before that areat an independent reading level (i.e. books the student can read with 95% accuracy or above). Mosttimed repeated reading sessions should include 3-4 re-readings of the same text.

How to use timed repeated readings

You will need:

Two copies of the assessment passageone for the student and one for the teacher

Stopwatch or clock Pencil

Carefully select passage to be used, and determine the type of assessment information you want togather:

One minute reading. The student reads for 1 minute. The teacher or partner counts the number ofwords read correctly in one minute (WCPM). This score is as valid as calculating perfect correct oraccuracy on longer readings. Provide some practice time with non-assessment reading material beforebeginning the 1 minute timed reading.

Timed repeated readings. The student reads the same passage for 1 minute multiple times (3-5).The teacher or partner counts how words the student read in 1 minute. The number of words readresults can be graphed using a bar graph.

Words correct per minute (WCPM). Choose a passage. Time the student when s/he reads thepassage.

See timed repeated oral reading activities in action >

Example

A student read a story with 148 words in 2 minutes, 55 seconds. She made 8 errors. To determineWCPM:

1. Count the total number of words.Example: 148

2. Count the number of mistakes.Example: 18

3. Take the number of words minus the number of mistakes = number of words read correctly.Example: 148-18 = 130

4. Calculate percent accuracy: number of words read correctly divided by total number of words.Example: 130/148 = 87%

5. Convert the time it took to read the passage to seconds.Example: 2 minutes, 55 seconds = 175 seconds

6. Convert the number of seconds to a decimal by dividing the number of seconds by 60. This is the total reading time.Example: 175 / 60 = 2.91

7. Divide the number of words read correctly by the total reading time in decimal form.Example: 130 / 2.91 = 45 WCPM
http://www.vdoe.whro.org/early_literacy/ER12/ER12.swfhttp://www.vdoe.whro.org/early_literacy/ER12/ER12.swfhttp://www.vdoe.whro.org/early_literacy/ER12/ER12.swfhttp://www.vdoe.whro.org/early_literacy/ER12/ER12.swf


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Use thesefluency norms from Hasbrouck and Tindal(8K PDF)* to determine the child's approximate percentile

for oral reading fluency.

Differentiated instructionFor second language learners, students of varying reading skill, students with learning disabilities, and

younger learners

Encourage students to become familiar with the strategy before introducing a stop watch.

Begin with materials that are familiar to the student. Accommodate students who have speech impediments. Have them talk to you or read an extremely easy passage. Record their

fastest rate of speech. Do not expect them to be able to read faster than this rate.

Use repeated reading as practice for the timed repeated reading. Have students read passages aloud several times whilereceiving feedback and guidance from an adult.

Have the adult or a more proficient student read the passage. Then have the student read the passage.

Teach students to be proud of their own progress and not compare it to others. Keep scores private.
http://www.readingrockets.org/content/pdfs/Hasbrouck-Tindal_chart.pdfhttp://www.readingrockets.org/content/pdfs/Hasbrouck-Tindal_chart.pdfhttp://www.readingrockets.org/content/pdfs/Hasbrouck-Tindal_chart.pdfhttp://www.readingrockets.org/content/pdfs/Hasbrouck-Tindal_chart.pdf

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